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Austin Turner

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Page 17- It was an adjustment going from being under the leadership of a principal to learning how to support them as well as my teachers.

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Stepping out of the classroom teacher role and into the mentor teacher role can erode this confidence. You move from being an experienced master of your craft to the unknown realm of guiding and instructing fellow teachers.

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John: I found, during my first year as a mentor that my day and my feelings about how things were for me were secondary to the needs/feelings/thoughts of my teachers. My work focused on their needs and their growth, but I couldn't help feeling that I was disconnected from the context in which I was working.

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While I can relate to and/or see value in just about every observation, reflection, and sentiment--- the quote I am drawn to the most is the closing remark on pg. 19:
"Building one's identity and skills as a mentor is a developmental process rather than a static occurrence."

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" I found, during my first year as a mentor, that my day and my feelings about how  things were secondary to the needs, feelings, thoughts of my teachers , as it should be when they are in crisis or just want to talk celebrate, etc."  (pg.15)

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" I found, during my first year as a mentor, that my day and my feelings about how  things were secondary to the needs, feelings, thoughts of my teachers , as it should be when they are in crisis or just want to talk celebrate, etc."  (pg.15)

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"Mentors must make judgements regarding how to behave in a variety of unanticipated situations."

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"Not having a space of my own to hang my coat or keep papers is difficult." Senetria (page 13)

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"Not having a space of my own to hang my coat or keep papers is difficult." Senetria (page 13)

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Pg. 15  I found , during my first year as a mentor , that my day and my feelings about things were for for me were secondary to the needs/feelings/feelings/thoughts of my teachers, as it should be when they are in crisis or just want to talk, celebrate,etc.

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Pg. 15  I found , during my first year as a mentor , that my day and my feelings about things were for for me were secondary to the needs/feelings/feelings/thoughts of my teachers, as it should be when they are in crisis or just want to talk, celebrate,etc.

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Building one's identity and skills as a mentor is a developmental process rather than a static occurence p. 19

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Building one's identity and skills as a mentor is a developmental process rather than a static occurence p. 19

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The biggest insight that I have gained is having a global perspective

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"the job of teacher mentor is much more complex and challenging than they had imagined and the transition to being an outsider in schools was more difficult than anticipated".

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"...the job of teacher mentor is much more complex and challenging than they [first year mentor teacher] had imagined and the transition to being an outsider in school(s) was more difficult than anticipated."

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I often felt like a fish out of water...I felt as though I needed to have all the answers when in actuality I had very few.

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"Building one's identity and skills as a mentor is a developmental process rather than a static occurence.

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After mentors feel comfortable with their ne identity as a new mentor teacher, they run into situations in which the wonder, :What's my role in this situation? How should I behave? What's my responsibility under these circumstances?

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pg 17 What's my role and responsibility when a teacher is not performing adequately and is not following my suggestions.

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pg 17 What's my role and responsibility when a teacher is not performing adequately and is not following my suggestions.

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"transition to being an outsider in the school(s) was more difficult than anticipated".

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Just like admin, mentoring can be quite lonely at times

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Just like admin, mentoring can be quite lonely at times

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John's Remarks ~ you become what your teachers need despite how you are truly feeling.
You become proficient in wearing a "mask."

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Becoming a Mentor expands the vision of teachers as to how they can contribute to improving schools and the teaching profession.

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Page 15 - When you're having a bad day as a classroom teacher, you can turn to your colleagues and just vent for a bit.  I found as a mentor that my day and my feelings about ow things were for me were secondary to the needs/feelings/thoughts of my teachers, as it should be when they are in crisis

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Page 15 - When you're having a bad day as a classroom teacher, you can turn to your colleagues and just vent for a bit.  I found as a mentor that my day and my feelings about ow things were for me were secondary to the needs/feelings/thoughts of my teachers, as it should be when they are in crisis

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."..with this new identity of "everyman," someone who was whatever that person needed me to be at that moment."

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'Practically overnight the new mentors gain the status of being a teacher of teachers with the high expectations that they have the skills necessary to transmit their knowledge & classroom expertise to novice teachers"- Pg. 11

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'Practically overnight the new mentors gain the status of being a teacher of teachers with the high expectations that they have the skills necessary to transmit their knowledge & classroom expertise to novice teachers"- Pg. 11

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"There is  so much more to it - the way that you carry yourself matters, the way the you attend meetings." page 12 Senetria

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"There is  so much more to it - the way that you carry yourself matters, the way the you attend meetings." page 12 Senetria

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Page 16- Shelita                           *What's my role in this situation??                              *How should I behave?              *What's our responsibilities in this circumstance?         *What's my role with the principal?

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Page 16- Shelita                           *What's my role in this situation??                              *How should I behave?              *What's our responsibilities in this circumstance?         *What's my role with the principal?

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* What's my role when a teacher is not performing adequately?

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"There is so much to it-the way you carry yourself matters, the way you attend meetings. "

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"There is so much to it-the way you carry yourself matters, the way you attend meetings. "

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Sophia

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Mentors must make judgments regarding how to behave in a variety of unanticipated situations.

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Nancy's quote on page 18 was me when I first started as a mentor. 

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Nancy's quote on page 18 was me when I first started as a mentor. 

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"Their identity of having a home-base is lost..."

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Page 17             What's my role with the principal? Sometimes principals want to put us to work on their agenda and I need to maintain confidentiality. 

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Page 17             What's my role with the principal? Sometimes principals want to put us to work on their agenda and I need to maintain confidentiality. 

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Global Perspective

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"I found, during my first year as a mentor, that my day and my feelings about how things were for me were secondary to the needs/feelings/thoughts of my teachers, as it should be when they are in crisis or just want to talk, celebrate, etc.

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Not only was I learning a new role but also in a very different context than I used to.  I was learning to  use the FAS [formative assessment system] tools, build relationship with teachers...

Formative Assessment tools to use Mentees?